Comparison between the Portland model dedicated education unit in acute care and long-term care settings in meeting medical-surgical nursing course outcomes: A pilot study

In order to improve the rigor and satisfaction of an adult health clinical experience in a long-term care setting and to increase student exposure to gerontological and long-term care nursing, the Portland Model Dedicated Education Unit (DEU) was adapted (DEU-LTC) to incorporate the team nursing model used in the facility. Quantitative findings suggest that beginning adult health students placed on the DEU-LTC performed equally to classmates placed on DEUs based in acute care hospitals on simulations, exams, and course grades. Long-term care staff found the adapted DEU model preferable to traditional clinical education models, and management observed increased staff professionalism following the launch of the DEU-LTC. Expansion of the DEU-LTC into other facilities is underway.     

Integrating quality and safety education into clinical nursing education through a dedicated education unit

The Institute of Medicine and American Association of Colleges of Nursing are calling for curriculum redesign that prepares nursing students with the requisite knowledge and skills to provide safe, high quality care. The purpose of this project was to improve nursing students' knowledge of quality and safety by integrating Quality and Safety Education for Nurses into clinical nursing education through development of a dedicated education unit. This model, which pairs nursing students with front-line nursing staff for clinical experiences, was implemented on a medical floor in an acute care hospital. Prior to implementation, nurses and students were educated about the dedicated education unit and quality and safety competencies. During each clinical rotation, students collaborated with their nurses on projects related to these competencies.Students' knowledge was assessed using questions related to quality and safety. Students who participated in the dedicated education unit had higher scores than those with traditional clinical rotations. Focus groups were held mid-semester to assess nurses' perceptions of the experience. Five themes emerged from the qualitative data including thirsting for knowledge, building teamwork and collaboration, establishing trust and decreasing anxiety, mirroring organization and time management skills, and evolving confidence in the nursing role.     

Developing a dedicated education unit in long-term care: A pilot project

Within long-term care, the transitional care setting provides post-acute and short-stay rehabilitation to older adults, easing the transition between the acute care hospital and home or long-term care. The current nursing shortage makes it difficult for these facilities to attract and retain qualified nursing staff. In order to meet the rehabilitation needs for this patient population while at the same time addressing the challenge in nursing education of limited clinical placements and severe nurse faculty shortages, an academic-practice partnership was developed to establish a Dedicated Education Unit (DEU). The DEU is an innovative clinical education model in which experienced staff nurses serve as clinical teachers to nursing students. This paper describes the process of developing a DEU using the Partners in Caring Model as the framework. Formative and summative evaluation results and recommendations for program improvement of this pilot project are discussed.     

护理本科生自我效能感与临床能力的相关性分析

目的 调查护理本科生临床能力、自我效能感的现状,探讨两者之间的相关性,为临床教师帮助学生提高临床能力提供参考依据.方法 采用一般自我效能感量表及临床能力自评量表对在三级甲等医院实习的128名护理本科生进行问卷调查.结果 护理本科生自我效能感均分为(2.58± 0.85)分,临床能力均分为(4.16±0.53)分.护理本科生临床能力总分及各因子和自我效能感呈显著正相关.结论 了解护理本科生临床能力的现状及与自我效能感的关系,有助于临床带教教师有针对性的采取措施,从而提高学生总体临床能力.     

The impact of simulation-based triage education on nursing students' self-reported clinical reasoning ability: A quasi-experimental study

Few studies have comprehensively examined the effectiveness of simulation-based triage education on clinical reasoning of nursing students. This study evaluated the impact of a simulation-based triage exercise on nursing students’ self-reported clinical reasoning ability. Three cohorts of third-year nursing students were divided into intervention group a (IG a, n = 62), intervention group b (IG b, n = 57), and a control group (CG, n = 53). Students in IG a and IG b participated in a simulation-based triage education consisting of 2 h of multiple patient triage simulations and an hour of structured debriefing. The CG participated in a traditional didactic triage course consisting of a 3-h lecture. Self-reported clinical reasoning ability in pre and post-triage education was measured by the Nurses Clinical Reasoning Scale. There was no significant difference in mean clinical reasoning ability scores between the three groups in pre-test (p > 0.05). Clinical reasoning ability scores in post-test among students in IG a and IG b were significantly higher than those in CG (p < 0.001). Nursing students exposed to a simulation-based triage education had more improvement in self-reported clinical reasoning ability as compared with students who participated in a lecture-based triage education program.     

Effect of a clinical skills refresher course on the clinical performance,anxiety and self-efficacy of the final year undergraduate nursing students

Although the final year of nursing undergraduate programs that focus on clinical education are planned to prepare nursing students to better transition to the real world of health care service; evidence has shown that this program is not sufficient to reach this end goal. This controlled trial study was to investigate the effectiveness of a basic clinical skills refresher course for nursing students before entering the internship program. The sample consisted of 160 undergraduate nursing students assigned into two groups. The intervention was a three-day refresher course directed by nurse instructors for intervention group focused on 10 basic nursing procedures in the clinical skill lab. The control group did not receive any intervention. The students' anxiety, clinical self- efficacy and clinical skills practice were measured before and after intervention in both groups. The results indicated that the students who took part in the refresher course experienced lower anxiety levels, higher levels of clinical self-efficacy, and have better clinical skills during their internships. The undergraduate nursing curriculum can be strengthened by the basic clinical skills refresher course. This refresher course can bridge the theory - practice gap and provide a better transition from the student to nurse role.     

健康教育对手术治疗重症胆管炎患者自我效能感影响的研究

目的：探讨健康教育对手术治疗重症胆管炎患者自我效能感的影响。方法选取住院需手术治疗的重症胆管炎患者200例,对患者实施行为干预、社会支持、疾病知识宣教,比较健康教育前后患者自我效能感的差异。结果健康教育后重症胆管炎患者的日常生活、健康行为、药物治疗及遵医行为得分均较健康教育前明显提高（均P＜0.05）;患者对护理服务的满意度较健康教育前明显改善（ P＜0.05）。结论健康教育可增强手术治疗的重症胆管炎患者的自我效能感,是提高患者治疗依从性,延缓疾病发展,建立健康行为方式的有效方法之一。     

自我管理教育课程对糖尿病患者自我效能的影响

目的:探讨自我管理教育课程对糖尿病患者自我效能的影响.方法:将240例糖尿病患者随机分为观察组128例和对照组112例,观察组实施自我管理教育课程,对照组采用常规护理,观察比较两组空腹血糖(FBGL)、餐后2h血糖(2 h BGL)、甘油三脂(TC)、总胆固醇(TG)、收缩压(SBP)、舒张压(DBP)、体重指数(BMI)、糖化血红蛋白(HbA1c)、自我效能情况.结果:观察组干预后FBGL、2 h BGL、TC、TG、BP、BMI、SBP、DBP、HbA1c与对照组比较差异有统计学意义(P＜0.05)；观察组自我效能得分(健康合理饮食除外)高于对照组(P＜0.05,P＜0.01).结论:糖尿病患者实施自我管理教育课程可减少并发症的发生,提高其自我效能和生活质量.     

动机性访谈式健康教育对糖尿病患者自我效能的影响

目的：探讨动机性访谈式健康教育对糖尿病患者自我效能的影响。方法选取2013年1—6月120例2型糖尿病患者作为研究对象,按照随机数字表法随机分为研究组和对照组,每组各60例。对照组由糖尿病专科护士给予传统健康教育与电话随访,研究组在此基础上实施一对一的动机性访谈式健康教育。应用一般资料问卷和糖尿病管理自我效能量表( DMSES)于干预前、干预后第3个月及第6个月评价动机性访谈式健康教育的效果。结果干预前两组患者DMSES总分比较,差异无统计学意义(P>0.05)。干预后第3,6个月后研究组患者DMSES总分分别为(20.13±3.78),(24.93±4.38)分,均高于对照组,差异有统计学意义(t值分别为4.397,11.716;P<0.05)。干预前、干预3个月与干预6个月后研究组DMSES总分比较,差异有统计学意义(F=81.850,P<0.05)。结论动机性访谈式健康教育可以提高2型糖尿病患者的自我效能。     

临床实习前护理本科生自我效能感与专业认同的相关性研究

目的调查临床实习前护理本科生一般自我效能感与专业认同的现状,并分析二者的相关性。方法采用一般自我效能感量表、护理本科生专业认同问卷,对我校即将参加临床实习的403名护理本科生进行问卷调查。结果护理本科生自我效能感得分为（2.38±0.53）分,专业认同总分为（83.52±8.83）分。一般自我效能感与专业情感、专业技能以及专业认同总分呈正相关（P〈0.05或P〈0.01）。结论护理本科生一般自我效能感与专业认同密切相关,护理教育者应采取相关措施,提高护理本科生的自我效能感和专业认同。     

授权教育对PICC置管患者自我管理行为与自我效能的影响

目的 探讨授权教育方式进行健康指导对行PICC置管的患者自我管理行为、自我效能的影响.方法 选择肿瘤患者60例,随机分为授权教育组和传统教育组,每组30例,分别按照传统教育方法和授权教育方式进行健康教育.采用自我管理行为量表、自我效能问卷量表、PICC并发症发生率比较两组患者健康教育的效果.结果 出院1个月后对照组患者自我护理能力总分（89.61±8.19）分,实验组（103.06±16.2）分,两组比较差异有统计学意义（t=2.403,P＜0.05）;出院3个月后对照组患者自我效能评分（22.47±4.86）分,实验组（27.61±5.35）分,两组比较差异有统计学意义（t=4.116,P＜0.01）;出院1个月后对照组患者PICC并发症发生率50％,实验组10％,两组并发症发生率比较差异有统计学意义（x2 =4.414,P＜0.05）.结论 授权教育能够明显提高PICC患者的自我效能,提高患者对自身疾病的管理能力和信心,减少了并发症的发生,提高患者的生活质量.     

Effects of cooperative nursing and patient education on postoperative infection and self-efficacy in gastrointestinal tumors

BACKGROUNDGastrointestinal tumors have a high incidence rate. The application value of the cooperative nursing care system of medical care has received widespread attention in recent years. However, there are few studies on the value of the joint application of collaborative nursing care and self-efficacy education.AIMTo explore the effect of cooperative nursing care management/self-efficacy education on postoperative infection and self-efficacy in gastrointestinal tumor surgery patients.METHODSA total of 102 patients with gastrointestinal tumors treated in our hospital from October 2018 to February 2020 were selected and divided into a conventional group (n = 51) and a combined group (n = 51) according to the nursing plan. The routine group adopted routine nursing, and the joint group adopted the medical care cooperative responsibility system nursing management combined with self-efficacy education. The self-efficacy scores, coping style scores, self-experience burden scores, and postoperative complication rates of the two groups before and after intervention were counted.RESULTSAfter intervention, the daily life behavior management, cognitive symptom management, and disease management scores of the two groups were higher than those before the intervention, and those of the combined group were higher than those of the conventional group (all P = 0.000). After the intervention, the positive response scores of the two groups were higher than those before the intervention, the negative response scores were lower than those before the intervention, and the combined group was better than the conventional group (all P = 0.000). After the intervention, the two groups’ emotional, economic, and physical factor scores were lower than those before the intervention, and the combined group was lower than the conventional group (all P = 0.000). The incidence of infection in the combined group (1.96%) was lower than that in the conventional group (15.69%) (P = 0.036).CONCLUSIONCooperative nursing care management and self-efficacy education improved the physical and mental states of gastrointestinal cancer surgery patients, change the response to disease, and reduce the risk of postoperative infection.     

以护生为主体的实习指导对其自我效能与临床实践行为的影响

目的：了解不同实习指导方法对实习护生的自我效能和临床实践行为的影响,为提高护生的临床实习水平提供理论依据。方法选取某三级甲等教学医院的2008级和2009级本科实习护生413名为研究对象,2008级护生采用常规实习教学指导方法,2009级护生采用以学生为主体的实习教学指导方法,在实习结束后进行一般自我效能及临床实践行为情况的问卷调查,比较其差异。结果2009级本科护生实习后自我效能得分为（2．79±0．46）分,高于2008级实习护生的（2．58±0．53）分,差异有统计学意义（t＝4．344,P＜0．01）。2009级本科护生实习后临床实践行为总分为（3．84±0．51）分,高于2008级实习护生的（3．69±0．45）分,差异有统计学意义（t＝3．299,P＜0．01）。结论以学生为主体的实习教学指导方法可以有效提高学生的自我效能和临床实践行为水平,可广泛应用于实习护生的教育中。     

Incorporating evidence-based practice education in nursing research curriculum of undergraduate nursing students: A quasi-experimental study

AimTo examine the effect of incorporating evidence-based practice (EBP) in Nursing Research curriculum on undergraduate nursing students.BackgroundThe competence of EBP is essential for nurses and it is an essential task for educators to implement EBP education in nursing students.DesignA quasi-experimental study.MethodsBased on Astin’s Input-Environment-Outcome model, the study was conducted among 258 third-grade students of a four-year nursing bachelor’s program between September through December 2022. The students were divided into two groups. Students in the intervention group received innovative teaching where EBP elements were incorporated in Nursing Research course in a natural, gradual and spiral way, while students in the control group attended conventional teaching. Effect of EBP teaching was examined in terms of students’ EBP competence, learning experience and satisfaction and score of team-based research protocol assignment.ResultsCompared with conventional teaching, the innovative teaching characterized by EBP improved students’ EBP competence in terms of attitudes and skills and enhanced student’s comprehensive ability in nursing research. Students’ learning experience and satisfaction were similarly favorable between the two groups.ConclusionsFor undergraduate nursing students, the teaching strategy characterized by EBP is an appropriate and effective way to improve their EBP competence of attitudes and skills, as well as their nursing research ability.     

健康教育对消化性溃疡患者自我效能的影响

目的探讨健康教育对消化性溃疡患者一般自我效能感的影响。方法选择2007年5月～2009年5月确诊的消化性溃疡患者共72例,通过发放宣传册、建立病友交流会、严格消毒、定期随访和心理护理等形式进行两个月的健康宣教。结果健康教育后消化性溃疡的一般自我效能感与常模比较,差异有显著意义(P0.05);健康教育前后消化性溃疡一般自我效能感比较,差异有显著意义(P0.05)。结论健康教育不仅可以提高消化性溃疡患者的一般自我效能感,还可以提高患者对疾病的认识能力,从而预防疾病的复发。     

大专以上学历护理专业实习生自测健康与自我效能感的相关性研究

目的:调查护理实习生自测健康、自我效能感现状,探讨两者之间的相关性,并分析自测健康影响因素。方法:采用方便抽样法,抽取天津市某三级甲等教学医院的94名护理实习生作为调查对象。研究工具包括自测健康量表、一般自我效能感量表及护理实习生一般人口学资料问卷。结果:护理实习生自测健康总得分(82.38±9.80)分,护理实习生自测健康状况尚好,自我效能感以中等偏高居多。一般资料中影响自测健康总分的因素有:年龄、民族、教育程度。护理实习生的心理健康、社会健康和自我效能感呈显著正相关。结论:了解护理实习生自测健康的影响因素以及与自我效能感的关系,有助于护理教育者有针对性地采取措施,提高护理实习生的健康状况和自我效能感。